Educação socioemocional: marcas do neoliberalismo nos processos de subjetivação

Abstract

This article discusses the presence of socio-emotional education in Brazilian educational policies and its implications for the development of individuals in the school context. The qualitative research adopts the narrative literature review method, based on academic publications available in national scientific databases. The general objective of the research is to analyze, through a narrative literature review, how socio- emotional education is presented in the National Common Curricular Base and how it contributes to the production of subjectivities aligned with neoliberal rationality and its ideologies. The work considers the social, cultural, and economic intersections that influence the organization of educational proposals and the integration of certain behavioral skills in the school environment. The research proposes a critical reflection on the discourses that support socio- emotional education, problematizing its place in public policies and the effects it can have on the development of individuals. The results identify approaches that often hold individuals responsible for academic success or failure, while also revealing counter-hegemonic practices that seek to promote a more critical and comprehensive education.